From the beginning, the iPad introduction into the educational setting has been somewhat of a challenge. Jennie Carr's 2012 research positively embraced the technological potential of the iPad; however, the end results of her study (iPad use with fifth-grade mathematics students) were not aligned to support that claim. She stated, "The current study’s results do not dismiss the usage of iPads in the classroom, but rather encourages educators, principals, and school officials to further investigate the uses of the device in the classroom (Carr, 2012, p. 280). Edudemic author Patrick Larkin (2013) shared his distrust of the swift introduction of the iPad into today's schools in his article titled "The iPad in Schools: Is it a Problem or a Solution?" He expressed concern in introducing a new concept thinking it would take away pre-existing issues in education, writing, "It also takes away the ownership of the issues from the people in the system, especially if we think simply adding a thing will improve teaching and learning" ("The iPad", Larkin, 2012).
The educational value of the iPad is still one facing scrutiny. This is largely because current research does not exist validating the "educational value"; rather, research exists validating the "engagement value" of the iPad (Kucirkova, Messer, Sheehy & Panadero, 2013, p. 176).The debate over independent iPad usage is also a hot topic. If iPads are encouraged or intended to be used independently by students, it may prove a challenge for teachers to monitor the behavior and progress of the students (Powell, 2012, p. 24). Powell (2014) wrote, "iPads can supplement learning, but without taking into consideration the range of students with disabilities and strict alignment to learning goals, this evolving technology may not have the desired impact on learning" (p. 24).
With adoption of the iPad, teachers must learn to transition to a new role in their classrooms. Baker, Isbell, Wendt, and Wilson (2013) wrote, "Because of these changing roles, teachers need training and tools so that they can take advantage of innovations that offer new ways of student engagement with and connection to content (p. 66). However, If teachers lack resources, support, training/professional development or if they lack technological knowledge and confidence to utilize the iPad to its full potential, this may stall the integration (Baker, Isbell, Wendt, and Wilson, 2013, p. 67). Dhir, Gahwaji, and Nyman (2013) wrote that research suggests the idea that students will only benefit from iPad use in the classroom if the teacher is positive, excited, and encouraging about the experience: "Previous research on technology adoption by young children has been mainly concentrated towards the exploration of student’s attitude, perception, and technology acceptance" (p. 713). They go on to say that - positive or negative - research shows that the students will mirror the attitude of the teacher. Another issue iPads can cause for teachers is the challenge in selecting apps to use. Apps must conform to the requirements of learning objective and to any standard course of study the teacher must abide by. The problem is that not all apps help teachers accomplish their educational goals. Powell (2012) warned, "A large number of apps often include common characters from children’s television shows and movies or are created by large commercial companies that may attract the consumer but may not be aligned to the content standards of the targeted audience" (p. 21). Educators can also encounter issues with classroom management. As classroom managers, teachers must establish the precise procedure for how the lesson will be governed; for example, teachers are encouraged to set strict timelines - as well as structured times allowing iPad accessibility - to ensure maximum student productivity (Ward, Finley, Keil & Clay, 2014, p. 7).
Another issue iPads may cause is lack of teacher preparedness. If teachers do not receive training the use their iPads and incorporate them into daily activities, they will be much less likely to use the iPad to its full, intended potential. Hu and Garimella (2014) studied the constructive impact of technology-centered professional development (for teachers using iPads in the classroom for the first time). They found that teachers who felt unprepared developed negative attitudes toward the iPad; consequentially, if the teachers had negative attitudes about the device, so did the students (Hu & Garimella, 2014, p. 51). They also found that professional development might be the key factor that helps teachers "...improve their attitudes in teaching content subjects and enhance their teaching strategies. As a result, this might contribute to raising students’ achievement scores in these areas" (Hu & Garimella, 2014, p. 52).
Parents often mistrust the digital world their children ease into so effortlessly, which encourages a digital versus non-digital debate (Kucirkova, 2014, p. 1). In a nutshell, some parents feel as if they cannot help their children with their homework/assignments; these parents still place all their trust in the traditional/non-digital methods of learning, such as cursive handwriting or physical books in the place of word processing on the iPad and e-Books ("The Paperless Classroom", Scherer, 2014).
From a physical/human body perspective, optometrists warn against the over-exposure of eyes to the blue-light screen on the iPad, claiming it could lead to eye ailments later in life. Similarly, physicians are reporting an increase in physical pain among children (such as back and neck pain) who are asked to sit and work at a desk all day ("The Paperless Classroom", Scherer, 2012). The NY Daily News also shared its opinion of the iPad, reporting concern with how many hours a day children are consumed by the device. Even though the NY Daily News reported a 77% approval rate of the benefit of their children using iPads, the article encouraged parents to "trust your gut" and to be mindful not to rely on iPads for the purposes of babysitting/keeping your children entertained ("Is the iPad", 2012).
WiFi is also an issue iPads can cause, albeit indirectly. For one, not all schools are currently equipped to provide WiFi for all students. Two, some sources report WiFi as being a health risk. A 2010 YouTube video titled "WiFi in Schools Proven Dangerous" follows a current events news show as they explore a school in Vancouver, Canada, where student and parents alike fear the unhealthy consequences of WiFi. In the video, some students complain of headaches, dizziness, and nausea, which they blame on the WiFi. Beth Peterson of Health Canada, said: "There's no evidence - scientific evidence - that those kind of effects are caused by the energy limits the kids are exposed to by WiFi" ("WiFi in Schools, 2010). However, two physicians interviewed in this video both report their willingness to believe that the symptoms are valid claims. One, a cardiologist named Stephen Sinatra, states, "And the thing is, we have to sacrifice accelerated education and convenience; and basically, we have to look at the safety of our children" ("WiFi in Schools", 2010).
Lastly, iPads can also contribute to financial anxiety. Baker, Isbell, Wendt and Wilson (2013) wrote:
The generation of teachers, administrators and school board members who resist implementing one-to-one laptop programs, making the Internet available throughout a school or district, or permitting students to connect to and work within social networking sites is often resistive not just because of their perceived fears about exposing young people to the more seedy aspects of the mediasphere but also because they are simply stuck in the stance of conserving resources, saving money, and being financially responsible (p. 67).
Third Theme: What Issues Can iPads Cause?
From the beginning, the iPad introduction into the educational setting has been somewhat of a challenge. Jennie Carr's 2012 research positively embraced the technological potential of the iPad; however, the end results of her study (iPad use with fifth-grade mathematics students) were not aligned to support that claim. She stated, "The current study’s results do not dismiss the usage of iPads in the classroom, but rather encourages educators, principals, and school officials to further investigate the uses of the device in the classroom (Carr, 2012, p. 280). Edudemic author Patrick Larkin (2013) shared his distrust of the swift introduction of the iPad into today's schools in his article titled "The iPad in Schools: Is it a Problem or a Solution?" He expressed concern in introducing a new concept thinking it would take away pre-existing issues in education, writing, "It also takes away the ownership of the issues from the people in the system, especially if we think simply adding a thing will improve teaching and learning" ("The iPad", Larkin, 2012).
The educational value of the iPad is still one facing scrutiny. This is largely because current research does not exist validating the "educational value"; rather, research exists validating the "engagement value" of the iPad (Kucirkova, Messer, Sheehy & Panadero, 2013, p. 176).The debate over independent iPad usage is also a hot topic. If iPads are encouraged or intended to be used independently by students, it may prove a challenge for teachers to monitor the behavior and progress of the students (Powell, 2012, p. 24). Powell (2014) wrote, "iPads can supplement learning, but without taking into consideration the range of students with disabilities and strict alignment to learning goals, this evolving technology may not have the desired impact on learning" (p. 24).
With adoption of the iPad, teachers must learn to transition to a new role in their classrooms. Baker, Isbell, Wendt, and Wilson (2013) wrote, "Because of these changing roles, teachers need training and tools so that they can take advantage of innovations that offer new ways of student engagement with and connection to content (p. 66). However, If teachers lack resources, support, training/professional development or if they lack technological knowledge and confidence to utilize the iPad to its full potential, this may stall the integration (Baker, Isbell, Wendt, and Wilson, 2013, p. 67). Dhir, Gahwaji, and Nyman (2013) wrote that research suggests the idea that students will only benefit from iPad use in the classroom if the teacher is positive, excited, and encouraging about the experience: "Previous research on technology adoption by young children has been mainly concentrated towards the exploration of student’s attitude, perception, and technology acceptance" (p. 713). They go on to say that - positive or negative - research shows that the students will mirror the attitude of the teacher. Another issue iPads can cause for teachers is the challenge in selecting apps to use. Apps must conform to the requirements of learning objective and to any standard course of study the teacher must abide by. The problem is that not all apps help teachers accomplish their educational goals. Powell (2012) warned, "A large number of apps often include common characters from children’s television shows and movies or are created by large commercial companies that may attract the consumer but may not be aligned to the content standards of the targeted audience" (p. 21). Educators can also encounter issues with classroom management. As classroom managers, teachers must establish the precise procedure for how the lesson will be governed; for example, teachers are encouraged to set strict timelines - as well as structured times allowing iPad accessibility - to ensure maximum student productivity (Ward, Finley, Keil & Clay, 2014, p. 7).
Another issue iPads may cause is lack of teacher preparedness. If teachers do not receive training the use their iPads and incorporate them into daily activities, they will be much less likely to use the iPad to its full, intended potential. Hu and Garimella (2014) studied the constructive impact of technology-centered professional development (for teachers using iPads in the classroom for the first time). They found that teachers who felt unprepared developed negative attitudes toward the iPad; consequentially, if the teachers had negative attitudes about the device, so did the students (Hu & Garimella, 2014, p. 51). They also found that professional development might be the key factor that helps teachers "...improve their attitudes in teaching content subjects and enhance their teaching strategies. As a result, this might contribute to raising students’ achievement scores in these areas" (Hu & Garimella, 2014, p. 52).
Parents often mistrust the digital world their children ease into so effortlessly, which encourages a digital versus non-digital debate (Kucirkova, 2014, p. 1). In a nutshell, some parents feel as if they cannot help their children with their homework/assignments; these parents still place all their trust in the traditional/non-digital methods of learning, such as cursive handwriting or physical books in the place of word processing on the iPad and e-Books ("The Paperless Classroom", Scherer, 2014).
From a physical/human body perspective, optometrists warn against the over-exposure of eyes to the blue-light screen on the iPad, claiming it could lead to eye ailments later in life. Similarly, physicians are reporting an increase in physical pain among children (such as back and neck pain) who are asked to sit and work at a desk all day ("The Paperless Classroom", Scherer, 2012). The NY Daily News also shared its opinion of the iPad, reporting concern with how many hours a day children are consumed by the device. Even though the NY Daily News reported a 77% approval rate of the benefit of their children using iPads, the article encouraged parents to "trust your gut" and to be mindful not to rely on iPads for the purposes of babysitting/keeping your children entertained ("Is the iPad", 2012).
WiFi is also an issue iPads can cause, albeit indirectly. For one, not all schools are currently equipped to provide WiFi for all students. Two, some sources report WiFi as being a health risk. A 2010 YouTube video titled "WiFi in Schools Proven Dangerous" follows a current events news show as they explore a school in Vancouver, Canada, where student and parents alike fear the unhealthy consequences of WiFi. In the video, some students complain of headaches, dizziness, and nausea, which they blame on the WiFi. Beth Peterson of Health Canada, said: "There's no evidence - scientific evidence - that those kind of effects are caused by the energy limits the kids are exposed to by WiFi" ("WiFi in Schools, 2010). However, two physicians interviewed in this video both report their willingness to believe that the symptoms are valid claims. One, a cardiologist named Stephen Sinatra, states, "And the thing is, we have to sacrifice accelerated education and convenience; and basically, we have to look at the safety of our children" ("WiFi in Schools", 2010).
Lastly, iPads can also contribute to financial anxiety. Baker, Isbell, Wendt and Wilson (2013) wrote:
The generation of teachers, administrators and school board members who resist implementing one-to-one laptop programs, making the Internet available throughout a school or district, or permitting students to connect to and work within social networking sites is often resistive not just because of their perceived fears about exposing young people to the more seedy aspects of the mediasphere but also because they are simply stuck in the stance of conserving resources, saving money, and being financially responsible (p. 67).